Impact of Teachers' Gender and School Location on Students' Attitudes Towards Learning Basic Science: A Case Study in Ekiti State, Nigeria

Abstract

This study investigated teachers’ gender and school location on students’ attitudes towards learning Basic Science in Ekiti State, Nigeria. The study adopted the descriptive research of the survey type. Participants were 720 students and 108 teachers teaching Basic Science in Junior Secondary Schools which were randomly selected across the four Local Government areas in Ekiti States Nigeria. Two instruments titled “ Basic Science Student’s attitudinal questionnaire” (BSSATQ)and Teachers' personal data were also developed to collect information for the study. The instruments were distributed based on school location. The reliability of (BSSATQ) was determined through the test and retest method and this yielded a correlation coefficient of 0.75 at 0,05 level of significance. Multiple Regression analysis was used to analyze the data. Findings revealed that teachers' gender significantly influences students’ attitudes in the learning of Basic Science. It was recommended that teachers’ gender should be recognized as one of the major factors which could influence students’ attitudes towards Basic Science. Adequate measures should be taken by the teachers either male or female to ensure that students develop a positive attitude towards learning Basic Science. The male or female teacher should try to take cognizance of their student’s attitude towards learning Basic Science in other to improve in their areas of weaknesses. Teachers (Male or Female) should intensify efforts by using various teaching styles which could influence students’ attitudes.

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